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ERIC Number: ED479335
Record Type: RIE
Publication Date: 2003-Jun-15
Pages: 14
Abstractor: N/A
High-Stakes Testing--Florida Comprehensive Assessment Test: A True Measure of Acquired Skills or a Political Ruse?
DeVillier, Paul Wayne
This discussion of high stakes tests explores criticisms commonly made of the use of these tests and suggests some additional reasons educators and the public should not rely on high stakes tests as the single source of data about student achievement. The United States has no national educational policy on standards of knowledge. Each state is left to develop an individual curriculum, yet at the same time each state has to be accountable and show positive results to politicians at state and national levels to keep revenue flowing. National goals and standards have been proposed, but revenue has not come forth to make these goals a reality. It is easy to think that the numbers produced by standardized tests can answer accountability questions, but there are many reasons standardized tests should not be the single basis for educational decisions. This paper suggests four reasons beyond the commonly mentioned why high-stakes tests should not be used for a single purpose: (1) high-stakes tests reduce a childs rich and complex life to a collection of scores, percentiles, and grades; (2) such tests judge children without providing suggestions for improvement; (3) answers on high-stakes tests are final, without opportunities for revision; and (4) high-stakes tests discriminate against some students because of cultural backgrounds and individual learning styles. (Contains 37 endnotes.) (SLD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A